Traditionally universities have seen themselves as centres of knowledge creation and dissemination and communities as on the periphery where scientific knowledge is being applied and used. While this is still the prevalent view in continental Europe, especially from traditional research universities, a different tradition can be observed in the US, namely a two-way engagement between "town and gown". The traditional centre-periphery perspective is reflected by the concept of a ‘Third Mission’ and challenged by the notion of community engagement and partnership which are seen as a part of the two ‘first’ missions, teaching and research. Especially ‘service learning’ and community-based research are being seen as both making education and research more practice relevant and, at the same time, benefiting the communities. In this context, the conference theme "Education is that which Liberates" assumes a double perspective.

What makes universities engage with their (geographical) community? What types of activities are typically included? Who are the ‘communities’? How does community engagement fit into the academic tradition of universities, their value and merit systems, and the way universities are organized and operate? What are the incentives and what the barriers against greater engagement for and partnership with communities? How can community engagement be assessed in a meaningful way?

The paper will address these questions, drawing from recent discussions about the true meaning and value of community engagement and partnership as well as number of North American case studies, and discuss attempts at systematizing, assessing, and measuring of university-community interactions and relationships.

Schuetze, H. G., 2011-04-30"Community engagement and partnership as a mission of higher education" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada<Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p494224_index.html

Publication Type: Conference Paper/Unpublished ManuscriptReview Method: Peer ReviewedAbstract: Traditionally universities have seen themselves as centres of knowledge creation and dissemination and communities as on the periphery where scientific knowledge is being applied and used. While this is still the prevalent view in continental Europe, especially from traditional research universities, a different tradition can be observed in the US, namely a two-way engagement between "town and gown". The traditional centre-periphery perspective is reflected by the concept of a ‘Third Mission’ and challenged by the notion of community engagement and partnership which are seen as a part of the two ‘first’ missions, teaching and research. Especially ‘service learning’ and community-based research are being seen as both making education and research more practice relevant and, at the same time, benefiting the communities. In this context, the conference theme "Education is that which Liberates" assumes a double perspective.

What makes universities engage with their (geographical) community? What types of activities are typically included? Who are the ‘communities’? How does community engagement fit into the academic tradition of universities, their value and merit systems, and the way universities are organized and operate? What are the incentives and what the barriers against greater engagement for and partnership with communities? How can community engagement be assessed in a meaningful way?

The paper will address these questions, drawing from recent discussions about the true meaning and value of community engagement and partnership as well as number of North American case studies, and discuss attempts at systematizing, assessing, and measuring of university-community interactions and relationships.